Presence and Persistence: Poverty Ideology and Inner-city Teaching |
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| Authors: | J Gregg Robinson |
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| Institution: | (1) Department of Behavioral Science, Grossmont College, 8800 Grossmont College Dr, El Cajon, CA 92020, USA |
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| Abstract: | This paper examines the role of poverty ideology in determining whether a teacher comes to teach at a poor school (presence)
and whether s/he remains at this type of school over time (persistence). A sample of 400 teachers in San Diego California
was administered a questionnaire that evaluated respondents’ attitudes toward poverty. Teachers who believed poverty was rooted
in social structure were more apt to be present in and to persist at poor schools. It is argued that this presence and persistence
in poor schools was because these teachers had developed a “structurally mitigated sense of occupational competence”. This
sense of competence made these teachers more likely to understand the problems they encountered in the classroom in structural
terms, and thus they were more likely to be both satisfied with and persist at their jobs. |
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| Keywords: | Inner-city education Poverty ideology and teaching Teachers and poverty |
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